高中英语Unit 4 Pygmalion 单元教案 22页

Unit 4 Pygmalion Ⅰ. 单元教学目标 技能目标Skill Goals ‎▲Listen to and talk about the story Pygmalion ‎▲Read and act out a play about recognizing a person’s position in society ‎ ‎▲Use the past participle as the adverbial ‎▲Write a review of the play Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 推测（conjecture）‎ I wonder whether...‎ Is it possible that...?‎ Do you know if...?‎ Do you really think that’s true?‎ Why do you think so?‎ I think it’s because... ‎ What do you think of this idea?‎ Why do you think Higgins felt like that?‎ Mrs Pearce would comfort / encourage her by ..‎ 词 汇 ‎1． 四会词汇 adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade ‎2． 认读词汇 phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct ‎3． 词组 pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out 结 ‎ 构 The past participle as the adverbial 重 点 句 子 ‎1. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. P28 ‎ ‎2. There you are and you were born in Lisson Grove if I’m not mistaken. P29‎ ‎3. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30‎ ‎4. This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich ‎ one with 100 thousand. P29‎ ‎5. The English that will condemn her to the gutter to the end of her days. P30‎ ‎6. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English. P30‎ ‎7. What other things show one’s status in society apart from how one speaks? P31‎ ‎8. I’m not asking any favours — and he treats me like dirt. P34‎ ‎9. I’d never have come if I’d known about this disgusting thing you want to do to me, I... P34‎ ‎10. What’s to become of me? P74‎ Ⅲ. 教材分析和教材重组 ‎ 1. 教材分析 ‎ 本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。语法部分重点学习过去分词作状语的用法。 ‎ 1.1 Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。‎ 1.2 ‎1.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。 ‎ 1.3 ‎ 1.3 Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。‎ 1.4 Comprehending分为两部分。第一部分根据课文，让学生回答相关问题；第二部分要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度；第三部分要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同；第四部分要求学生运用所给词汇描述剧本中不同人物的性格特点；第五部分要求学生纠正Eliza语言中的语法、拼写等方面的错误。‎ 1.5 Learning about Language分词汇和语法两部分。词汇部分要求学生能在具体语言环境中运用所学词汇和短语；语法部分主要通过大量的例句和习题要求学生自主学习，总结-ed形式在句子中作状语用法。‎ 1.6 ‎ Using Language中Reading and acting部分紧承Reading部分的剧情。这一幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。该部分从听、说、读、写四个方面来学习和巩固所学语言知识。‎ 1.7 Listening要求学生听一段关于Higgins如何给Eliza授课，如何帮助她纠正发音以及其教学方法的录音，并完成关于Eliza在发音和语法方面正确的地方以及需要改进的地方的表格。‎ 1.8 Speaking部分有两个任务。其一是让学生运用所给的表示猜测的语句展开联想，说出他们的第二课该如何进行；其二是让学生通过教师的引导总结出希腊神话故事和萧伯纳的剧本两者之间的共同和不同之处。教师可以通过Speaking Task中的提问来引导学生，让学生自己得出结论。‎ ‎2． 教材重组 ‎ 2.1 将Warming Up，Pre-reading和练习册SPEAKING TASK整合在一起，上一节口语课。‎ ‎ 2.2 将Reading, Comprehending及Learning about Language中的Discovering useful words and expressions整合在一起，上一节阅读课。从字、词、句和篇章几个方面掌握目标语言。‎ ‎2.3 将Learning about Language中Revising useful structures及练习册USING STRUCTURES中的练习整合在一起，上一节语法课。‎ ‎2.4 将 Using Language和READING TASK整合在一起，上一节任务型泛读课。‎ ‎2.5 将Listening and speaking, 练习册LISTENING和LISTENING TASK整合在一起，上一节听力课。‎ ‎2.6 将Speaking and writing，练习册中TALKING及WRITING TASK整合在一起，上一节写作和口语课。‎ ‎3. 课型设计与课时分配 ‎ 1st Period Speaking ‎2nd Period ‎Reading ‎3rd Period Grammar ‎4th Period Extensive reading ‎ ‎5th Period Listening ‎ ‎6th Period Speaking and writing Ⅳ. 分课时教案 The First Period Speaking Teaching goals教学目标 ‎1. Target language 目标语言 重点词汇 adaptation, plot, professor, Pygmalion ‎ ‎2. Ability goals 能力目标 Enable the students to talk about the Greek story Pygmalion. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about the Greek story Pygmalion.‎ Teaching important points 教学重点 Help the students learn how to retell the story. ‎ Teaching difficult points 教学难点 Help the students know the similarities and differences between the story and the play Pygmalion.‎ Teaching methods 教学方法 Discussion.‎ Teaching aids 教学准备 A recorder, a computer and a projector. ‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Lead-in T: Has anyone heard of “the Pygmalion Effect”？What is it?‎ S1: The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.‎ T: Good. How did you know?‎ S1: I have once read some Greek stories. And I have read the story Pygmalion before. ‎ T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of the Muses. Do you know where the saying comes from? ‎ S1: It also comes from the Greek story.‎ Step Ⅱ Warming up T: Yes. Today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story. ‎ After a few minutes. ‎ T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words?‎ S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife.‎ T: Wonderful! And who can follow it?‎ S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life.‎ T: You did a good job. But did his dream become true at last?‎ S3: Yes! The Greek Goddess agreed to help and his wish was granted.‎ T: Now who can present the complete story based on the above description? ‎ S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married.‎ T: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together?‎ S: No, I don’t think so.‎ T: What problems do you think they will have?‎ S1: Maybe they can’t understand each other, because they come from different world.‎ S2: It’s very hard for Pygmalion to understand his wife, because his wife is made from a stone. She doesn’t know the words, behavior, anything about him. ‎ ‎…‎ T: Good. How do you think they might solve them?‎ S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how to behave herself. Little by little, they understand each other well and live happily.‎ T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright?‎ Step Ⅲ Discussion ‎ Make a brief introduction about Shaw.‎ T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is!‎ T: Have you seen the film My Fair Lady？‎ S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the expert in phonetics, Professor Higgins. ‎ T: Do you like the film? Why?‎ S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have delighted us since they were written and have been sung by practically all the best singers of the world.‎ Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone became a beautiful woman in the Greek story. Now can you tell me the similarities between the Greek story and the play? You can discuss it with your partner.‎ S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class.‎ T: Good. What else? ‎ S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics. ‎ Step Ⅳ Homework Ask the students to do the following. ‎ ‎1. Find more information about Pygmalion. ‎ ‎2. Pre-read the play to see if they can understand well. ‎ The Second Period ‎Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 officer, hesitate, pence, uncomfortable, troublesome, outcome, disguise, brilliant, classify, mile, betray, dismiss, condemn, ambassador, acquaintance, handful, fortune, in disguise, pass...off as, make one’s acquaintance, in amazement b. 重点句子 ‎ An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. ‎ There you are and you were born in Lisson Grove if I’m not mistaken. ‎ But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. ‎ This is the age of the newly rich. People begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand. ‎ The English that will condemn her to the gutter to the end of her days. ‎ Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English. ‎ ‎2. Ability goals 能力目标 Enable the students to talk about the play and use the play to work out the characteristics of each social group. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about the play and use the play to work out the characteristics of each social group. ‎ Teaching important points 教学重点 How to talk about the play. ‎ Teaching difficult points 教学难点 How to use the play to work out the characteristics of each social group. ‎ Teaching methods 教学方法 Listening, reading and discussion. ‎ Teaching aids 教学准备 A recorder, a computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision and lead-in Review the story Pygmalion. ‎ T: Last period, we learned something about the Greek story Pygmalion and the play version by Shaw. Of all of Shaw’s plays, Pygmalion is without the doubt the most beloved and popularly received. Several film versions have been made of the play, and it has even been adapted into a musical. In fact, the film version of 1938 helped Shaw to become the first and only man ever to win the double prize: the Nobel Prize for literature and an Academy Award. Do you still remember the story? Now who can retell it to all of us?‎ A sample retelling version:‎ ‎ Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. After that, he spent day and night carving it, and then he clothed the figure, gave it the jewellery, and even named it the Sleeping Love. How he wanted to bring it to life and made it his wife. Therefore, he asked the Greek Goddess to make it alive. And finally the Goddess was moved by his sincere feeling. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they loved each other and married.‎ T: Can you tell me the theme of the story?‎ S: People tend to behave as you expect they will.‎ T: Excellent! Based on classical myth, Bernard Shaw’s Pygmalion plays on the complex business of human relationships in the social world. Phonetics Professor Henry Higgins tutors the very Cockney Eliza Doolittle, not only in the refinement of speech, but also in the refinement of her manners. When the end result produces a very ladylike Miss Doolittle, the lessons learned become much more far reaching. OK, today we will read a ‎ story about it. It’s written by the famous English playwright, George Bernard Shaw.‎ Step Ⅱ ‎Reading Deal with the Reading part. Play the tape for the students to listen. Then analyze the play. Ask the students to read through the text. While reading, pay attention to the writing style. ‎ Skimming ‎ Ask the students to read the play quickly and answer the questions.‎ T: Now please read the play. After a few minutes, I’ll ask you some questions. ‎ After a few minutes. ‎ T: Who would like to answer the first question: How many characters are there in the play?‎ S1: There are three characters in the play. They are Eliza, Professor Higgins, and Colonel Pickering.‎ T: What is the weather like when the play begins?‎ S2: When the play begins, it is pouring with rain.‎ T: Very good. Do you think Eliza a well-educated woman? Why?‎ S3: No, I don’t think so. In fact, she is poor-educated. We can know it clearly from what she said. For example, come over’ere, cap’in, and buy me flowers off a poor girl. For another, I ain’t done nothing wrong by speaking to that gentleman.‎ T: Also, we can learn it from her behavior. For example, “pushes it back at him.” OK. Next one: Why did professor Higgins want to make notes of what Eliza said?‎ S4: He wanted to make a speech, because it’s his profession.‎ T: Very good. Next: What’s the meaning of “the age of the newly rich”?‎ S5: It means people begin their working life in a poor neighbourhood of London with 80 pounds a year and end in a rich one with 100 thousand.‎ Scanning ‎ Ask three students to read the play. ‎ T: Next I will ask three students to read the play again. One will be Eliza, one Professor Higgins, and one Colonel Pickering. OK? Now begin!‎ After several minutes. ‎ T: Great. Now I have some more questions. First: According to Higgins, if a person is very poor, he or she can still be better off at last. Do you agree with him? If so, how to realize the aim?‎ S1: Yes. I agree with him. However, in order to realize the aim, he or she must get educated.‎ T: Who can complete the last sentence: in the first line on page 29: Now once taught by me...?‎ S2: Let me try. Once taught by me, she will soon become a lady in the upper class.‎ T: Well done. What other things show one’s statue in society apart from how one speaks?‎ S3: One’s clothing and behavior can also show his statue.‎ T: Do you think Pickering is of the upper class?‎ S4: Yes. I think he is well educated. We can learn it from the way he speaks. For example, “May I ask?”‎ T: Great! Now please listen to the tape carefully and try to catch the main idea of this act.‎ Step Ⅲ Comprehending ‎ This time the students should listen to the tape as carefully as possible. They should not only pay attention to the pronunciation and intonation but get the main idea of the play as well.‎ T: Pygmalion is a play about recognizing a person’s position in society by the way they behave and speak. ‎ Step Ⅳ Discussion ‎ Ask the students to do Part 5 on page 31. ‎ T: Suppose you have a chance to help Eliza improve her use of the English language. Look at the sentences on page ‎31 in Part 5 and help her correct all these sentences in terms of grammar, spelling, etc, so that she can use them properly.‎ Sample answers: ‎ ‎1. Come here, and come in. Buy flowers from me—a poor girl.‎ ‎2. I did nothing wrong when I spoke to that gentleman.‎ ‎3. I thought you maybe was a policeman in disguise.‎ ‎4. How do I know whether you wrote down my words or not?‎ ‎5. You say I can work as a shop assistant? That’s definitely what I want. ‎ Then ask the students to read the play again and do Part 2 on page 31. ‎ T: We have learned that the social position of the characters influences the way they behave to each other. Generally speaking, people are more polite to those whom they think are of a higher social class (H) and less polite to those they consider are members of a lower class (L). Is this true of the characters in Shaw’s play? Now please finish Part 2 on page 31. ‎ Sample answers to Part 2:‎ Relationships between characters Evidence from the play Henry Higgins:‎ ‎1. Attitude to Colonel Pickering (H)‎ ‎2. Attitude to Eliza (L)‎ Is the statement above true?‎ ‎1. My dear man ‎2. Dismissively, ignore, carelessly ‎ throw The statement is true.‎ Colonel Pickering:‎ ‎1. Attitude to Henry Higgins (H)‎ ‎2. Attitude to Eliza (L)‎ Is the statement above true?‎ ‎1. May I ask… / Let me ‎ congratulate you ‎2. ... ‎ The statement is not true.‎ Eliza:‎ ‎1. Attitude to Henry Higgins (H)‎ ‎2. Attitude to Colonel Pickering (H)‎ ‎ Is the statement above true?‎ ‎1. Pushes it back at him ‎2. ...‎ The statement is not true.‎ Step Ⅴ Homework T: Today’s homework: ‎ ‎1. Read the play repeatedly and try to act out the play. ‎ ‎2. Preview the grammar part.‎ The Third Period Grammar Teaching goals教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 in return, in trouble, in disguise, in amazement, in pain, in delight, in shock b. Grammar: Past participle as the adverbial. ‎ ‎2. Ability goals 能力目标 Enable the students to use the past participle as the adverbial. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to use the past participle as the adverbial.‎ Teaching important points 教学重难点 How to use the past participle as the adverbial.‎ Teaching methods 教学方法 Task-based activities.‎ Teaching aids 教学准备 Some slides and a projector. ‎ Teaching procedures & ways 教学过程与方式 StepⅠ Revision Check the homework. ‎ Ask the students to act out the play. ‎ T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try. ‎ After they finish, make some comments on their performances.‎ Step Ⅱ Word study Ask the students to finish Exx. 1 and ‎2 in Learning about Language.‎ Then check the answers with the class. ‎ Step Ⅲ Grammar ‎ First ask the students to find out the examples of the past participle as the adverbial in the play: ‎ Sample sentences: ‎ ‎1. An expert in phonetics, convinced that the quality of a person’s English decides his/her position in society. P28 ‎ ‎2. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P30‎ Explanation:‎ T: The past participle as the adverbial is a very important grammar, and it can indicate time, condition, reason, and way. We can add when / while / if or other conjunctions before the past participle in order to make the meaning more clearly. For example:‎ Show the following. ‎ If bitten by a snake, you should send for help and don’t walk.‎ The room, although supposed to be kept locked, was often left open.‎ T: Now please look at the following examples. Can you rewrite these sentences?‎ Show the following. ‎ ‎1. Given more time, we could do it better.‎ ‎2. Heated to a high temperature, water will change to vapour.‎ ‎3. Frightened by the noise in the night, the girl did not dare sleep in her room.‎ ‎4. Disturbed by the noise, we had to finish the meeting early.‎ ‎5. Seen from the hill, the park looks very beautiful.‎ ‎6. She walked out of the house, followed by her little daughter.‎ Sample answers: ‎ ‎1. When / If we were given more time, we could do it better.‎ ‎2. When / If it is heated to a high temperature, water will change to vapour.‎ ‎3. As she was frightened by the noise in the night, the girl did not dare sleep in her room.‎ ‎4. As we were disturbed by the noise, we had to finish the meeting early.‎ ‎5. When it is seen from the hill, the park looks very beautiful.‎ ‎6. She walked out of the house, and her little daughter followed. ‎ Practice ‎ Ask the students to finish Parts 2 and 3 on page 33. ‎ Time permits, ask the students to finish Exercises 1 and ‎2 in USING STRUCTURES on page 73. ‎ Step Ⅳ Summary and homework ‎ T: What did we learn today?‎ S: The past participle as the adverbial.‎ T: Good. What should we pay attention to when using the past participle as the adverbial?‎ S: The agreement between the subjects in the main clause and the past participle phrases. ‎ T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS. ‎ The Fourth Period Extensive reading Teaching goals教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show...in, the other day, take away, in need of, fade out b. 重点句子 I’m not asking any favours — and he treats me like dirt.‎ I’d never have come if I’d known about this disgusting thing you want to do to me, I...‎ What’s to become of me?‎ ‎2. Ability goals 能力目标 Enable the students to talk about the play Making the bet. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to talk about the play Making the bet.‎ Teaching important & difficult points 教学重难点 How to talk about the play Making the bet.‎ Teaching methods 教学方法 Individual work and discussion. ‎ Teaching aids 教学准备 A recorder and a projector.‎ Teaching procedures & ways 教学过程与方式 StepⅠRevision Check the homework. ‎ Ask the students to review Act One: Fateful meetings.‎ A sample summary of the act:‎ ‎ Eliza Doolittle, is a poor, dirty flower seller in the turn of the century England. The Pygmalion in this film is Henry Higgins (Harrison), a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friend Colonel Pickering that through a change in dress and speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to open her own flower shop and somewhat escape her lower class roots.‎ Step Ⅱ Reading ‎ Have the students read the play carefully and then answer the following questions.‎ After a few minutes. ‎ T: Now answer my questions. First: Do you think Eliza is very ambitious?‎ S1: Yes, I think so. Because she still likes to learn even if Higgins treats her rudely. ‎ T: Why did Pickering fancy himself?‎ S2: Because he can pronounce twenty-four distinct vowel sounds.‎ T: What habits did Eliza have?‎ S3: She has never had a bath in her life; not over her whole body.‎ T: What do you think Higgins would have to do to change Eliza into a lady?‎ S4: In order to have Eliza make a big change, Higgins has to teach her the alphabet.‎ T: How do you think Colonel Pickering?‎ S5: I think Pickering is very kind and well-educated.‎ T: Why does Eliza collect Henry’s slippers for him although she is not a servant?‎ S6: Although Eliza is not a servant, from her deep heart, she looks down upon herself, and think she is in the lower class. But Henry is in the higher class. So I think she collects his slippers willingly.‎ T: Why does she throw the shoes at him?‎ S7: Because Henry looks down upon her, which deeply hurts her. She is very angry.‎ T: Why does Henry think he wins the bet?‎ S8: Because he thinks it is he who makes Eliza attractive in the party.‎ T: Why does Eliza get upset when Henry does not congratulate her?‎ S9: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her.‎ T: Why does Henry get upset when he hears Eliza will marry Freddy?‎ S10: In fact, he loves Eliza, I think.‎ After that, the teacher can lead the students to have a discussion about the ending of the play. Show the following. ‎ ‎1. Do you think Eliza should marry Henry?‎ ‎2. Do you think Eliza should marry Freddy?‎ ‎3. If Eliza loves Henry and marries him, do you think he will become a good husband?‎ About ten minutes later, ask the students to present their answers. ‎ Sample answers: ‎ ‎ I think Eliza will marry neither Freddy nor Henry. After all Freddy does not know the ‎ past of Eliza. If one day Freddy learns about that, he will not accept all of this. He belongs to the upper class and maybe in his deep heart he looks down upon Eliza. As for Henry, I think he is very greedy and proud. He only treats Eliza as his bet. He only wants to prove he is capable, although at last he falls in love with Eliza. However, when he truly marries Eliza, the selfishness will again appear. He will not become a good husband. As a matter of fact, Eliza has become a confident girl after experiencing these things. Maybe she will find her true love at last. ‎ Step ⅢHomework T: In Act Two, Scene 1, Eliza went to Higgins’ house for help while Colonel Pickering was there. Higgins decided to begin his experiment. He first wanted her to take a bath and then discussed with Pickering about how to teach the girl. ‎ Today’s homework: 1. Read the play once again. ‎ ‎2. Pre-listen to the recording for Listening and speaking part.‎ The Fifth Period Listening Teacher goals教学目标 ‎1. Target language 目标语言 ‎ a. 重点词汇和短语 pronunciation, criteria, ambassador, confused, impress, evidence, give away b. 重点句子 Does he concentrate on her pronunciation rather than her grammar?‎ She speaks English so well that she must be a foreigner, probably a Hungarian.‎ She is so beautiful that she must be a princess.‎ ‎2. Ability goals 能力目标 ‎ Enable the students to listen to and understand the play in the listening material.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to listen to and understand the play in the listening material.‎ Teaching important & difficult points 教学重难点 How to listen to and understand the play in the listening material.‎ Teaching methods 教学方法 Individual work and cooperative learning. ‎ Teaching aids 教学准备 A recorder and a projector. ‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision Check the homework. Then talk about the characters in the play. ‎ T: In Shaw’s play, each character is depicted vividly especially the three main characters. What can you say about them? ‎ S1: Eliza Doolittle is a flower girl working outside Covent Garden. Her potential to become “a lady” becomes the object of a bet between Higgins and Pickering.‎ S2: Henry Higgins is a British, upper class professional bachelor, a world-famous phonetics expert, teacher.‎ S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins’. ‎ T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box. ‎ Sample answers: ‎ Henry Higgins: impatient, emotional, superior Colonel Pickering: kind, polite, unsure Eliza: anxious, eager, ambitious Step Ⅱ Listening Ask the students to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in Part 1. ‎ T: From the scene we learned last period, we know that the ambitious flower girl wants to lift herself to upper class society. According to the expert, Higgins, what she needs is some education. Now work in pairs and discuss what you would have to do to change Eliza into a lady. Fill in the table in Part 1 on page 35. ‎ Things that need to be changed How to make the change ‎1. speech ‎1. start with the alphabet and pronunciation, and learn to speak grammatically right sentences and try to speak clearly and fluently.‎ ‎2. clothing ‎2. change the shabby clothes with beautiful ones and often take baths.‎ ‎3. behavior ‎3. learn to behave politely and gracefully.‎ After that, ask the students to listen to the recording and answer the questions in Part 3. ‎ T: Now go through the questions in Part 3. And then I will play the tape three times. For the first time, try to get the general idea of the material. While listening for the second time, try to put down the important information, and answer the questions. For the third time, I will pause where necessary, and you can check your answers.‎ Play the tape three times. After that, check the answers.‎ Step Ⅲ Listening (Workbook: P70)‎ First discuss the questions with the students. ‎ T: Next we’ll listen to Act Three of the play, testing Eliza. Before listening, let’s discuss some questions. Now look at the questions on page 70. How would you test Eliza?‎ S1: I would take her to a grand party, where there are a lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again.‎ T: Good idea! What criteria would you use to decide if the test was a success or not?‎ S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her? ‎ Then ask the students to listen to the recording three times and finish the exercises. ‎ T: Good! Now let’s listen to the tape and finish the exercises 2-4. ‎ And then check the answers with the class. ‎ After that, ask the students to think of some new ideas to help Professor Higgins teach Eliza better.‎ T: From the above, we know Eliza has made some progress in her speech and behavior. But after the test, Professor Higgins finds what he has done is not enough. In order to teach Eliza better, he decides to do something to improve her. Now work in groups and discuss what still needs to be done to turn Eliza into a lady. ‎ S1: In order to teach Eliza better, Higgins can have her sell flowers again but in the theater in the day. But she needs not to worry about how much she could earn. What she needs do is to pay more attention to what a lady or a gentleman is saying and how they behave themselves. And Higgins would ask her about what she has learned during the daytime. She must imitate what she has seen and heard. ‎ T: Good job.‎ Step Ⅳ Talking ‎ T: When Henry and Pickering get home, they will have to talk to Eliza about the tea party. What do you think they will say to her in order to improve her conversational skills but not spoil her confidence? Now work in pairs and work out the speech that Pickering and Henry will make to Eliza. Remember that Eliza is not sure that she convinced Freddy and Clara that she was a lady. So be kind to her as well as give her good advice.‎ A sample speech：‎ ‎(E = Eliza; H = Higgins; P = Pickering)‎ H: You did quite well in the party, really. But I think you need more practice. ‎ E: That’s enough. I’m fed up with the drills and those pronunciation and politeness. That’s enough!‎ H: Calm! Young lady! Just think what you’re trying to accomplish. Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixtures of sounds. And that’s what you’ve set yourself out to conquer Eliza. And conquer it, you will. ‎ E: But Mrs Pearce says I sound like a French lady. I think I’ve learned enough to...‎ P: (interrupt her) Yeah, yeah... I think you look perfect, but there needs some improvement. ‎ E: (become peaceful) OK. Let me try. ‎ P: I know you talked about the weather, but it’s not suitable to mention the weather at the party. ‎ H: Your speech has greatly improved. But you still need to learn how to take the chance to speak proper words at a proper time. ‎ P: I think you need more practice in grammar, too. ‎ H: Your use of grammar is much better, but it needs improving. When you dance with Freddy was over, you should say “Thank you” instead of “Thanks you.” ‎ P: I believe you will be much better next time. ‎ Step Ⅴ Listening (Workbook: P73)‎ There are three exercises in this part. The first one is for the students to decide whether the statements are true or false. The second one is to answer the three questions after listening. The last is to ask the students to enjoy the humor of the act and try to fill in the table. ‎ Play the tape and ask the students to listen and finish the activities. ‎ Step Ⅵ Homework Ask the students to do the following. ‎ ‎1. Listen to all the recordings once again and enjoy the play.‎ ‎2. Finish the WRTING TASK on page 76. ‎ The Sixth Period Speaking and writing Teaching goals教学目标 ‎1. Target language 目标语言 Practise expressing conjecture I wonder whether...‎ Is it possible that...?‎ Do you know if...?‎ Do you really think that’s true?‎ ‎2. Ability goals 能力目标 Enable the students to write a scene of the play. ‎ ‎3. Learning ability goals 学能目标 Help the students learn how to write a scene of the play.‎ Teaching important & difficult points 教学重难点 How to write a scene of the play.‎ Teaching methods 教学方法 Discussion and practice. ‎ Teaching aids 教学准备 A computer and a projector.‎ Teaching procedures & ways 教学过程与方式 Step Ⅰ Revision ‎ Check the homework by asking some students to read their work. ‎ A sample review of the play: ‎ ‎ At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking, Eliza learned that the man taking notes was Professor Higgins who said that he could change a poor-educated man into a man in the upper class. She kept it in mind, for she was ambitious and wanted to make a big change. ‎ ‎ The next day, Eliza went to the Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his student. ‎ ‎ Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well-educated ‎ enough, she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was a flower girl in the street. ‎ ‎ Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza alone, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decided to live independently.‎ Step Ⅱ Discussion ‎ Ask the students to discuss how Eliza felt after her first lesson. ‎ T: Now work in pairs and discuss the following questions. ‎ Show the following. ‎ ‎1. How did Eliza feel about her first lesson? ‎ ‎2. How do you think Mrs Pearce would comfort her?‎ ‎3. How would Professor Higgins and Colonel Pickering behave in the second lesson? ‎ Sample answers: ‎ ‎1. I think she may be discouraged. She may think it is too difficult to learn formal English. ‎ ‎2. Mrs Pearce would comfort or encourage her by saying: “Don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.”‎ ‎3. In the second lesson, Professor Higgins and Colonel Pickering would be more kind and patient. ‎ Step Ⅲ Writing T: Please turn to page 36 and look at the Part 2. Read the instructions and write a scene in which Professor Higgins gives Eliza her second lesson. ‎ Sample version 1: ‎ Act Two, Scene 3‎ ‎(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)‎ H: Ah, Eliza. Ready today for our second lesson?‎ E: (slowly and carefully) Ye-es. We can begin now.‎ H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?‎ E: Er..., Let me think for a while...‎ H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just your suitable job.‎ P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d better calm down and be more patient.‎ E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down immediately.‎ H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our new lesson.‎ E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you down again.‎ H: OK. Now let’s do some practice in pronunciation which can truly improve your position in society. So pay attention to the records and repeat.‎ ‎(Eliza listened to the record carefully but she just couldn’t follow.) ‎ E: I’m afraid I can’t follow it. Can you make it slowly?‎ H: Impossible. Only by following this speed can you make a graceful lady.‎ P: My good friend. How can she learn from it if she can’t follow it? It’s not only patience that a teacher needs, he must take his student’s level into account.‎ H: Sorry. Maybe you are right. I’ll make it slowly.‎ E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.‎ H: Keep on and always remember you have a long way to go.‎ E: How long will it take me to get all about language?‎ H: It’s up to you. The more you want to succeed the shorter it will take.‎ P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to have Higgins to be your teacher. He’ll do you much good.‎ Sample version 2: ‎ Act Two, Scene 3‎ ‎(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)‎ H: Ah, Eliza. Ready today for our second lesson?‎ E: (slowly and carefully) Ye-es...‎ H: It seems that you are a little uncomfortable. Do you feel nervous?‎ E: Oh no, I’m fine, but...‎ H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as we all can see. Are you planning to give up?‎ E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to show me today?‎ H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a grand party.‎ E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large! I can’t even walk!‎ H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower girl again. For a well-educated girl, it is important to know how to deal with different situations in a proper way. For example when someone invite you to dance, always remember to say “I’d like to! Thank you.”‎ E: Yes!‎ H: Your English needs further improvement. No one will believe such a pronunciation comes from a well-educated girl.‎ E: Pardon?‎ H: OK, OK. That’s enough. Dance, please. ‎ E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...‎ H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!‎ E: (stop laughing and act as Higgins) Like this?‎ P: (enters the room) Oh, I can’t believe my eyes! Is it your masterpiece?‎ H: It’s so simple.‎ P: What a beautiful and graceful lady! May I have the honor to dance with you? ‎ H: (watching and smiling) What a masterpiece she will be!‎ Step Ⅳ Homework Ask the students to summarize what they have learned in this unit and prepare for the next unit. ‎ 附 件 I. Pygmalion ‎ Two old gentlemen meet in the rain one night at Covent Garden. Professor Higgins is a scientist of phonetics, and Colonel Pickering is a linguist of Indian dialects. The first bets the other that he can, with his knowledge of phonetics, convince high London society that, in a matter of months, he will be able to transform the cockney speaking Covent Garden flower girl, Eliza Doolittle, into a woman as poised and well-spoken as a duchess. The next morning, the girl appears at his laboratory on Wimpole Street to ask for speech lessons, offering to pay a shilling, so that she may speak properly enough to work in a flower shop. Higgins makes merciless fun of her, but is seduced by the idea of working his magic on her. Pickering goads him on by agreeing to cover the costs of the experiment if Higgins can pass Eliza off as a duchess at an ambassador’s garden party. The challenge is taken, and Higgins starts by having his housekeeper bathe Eliza and give her new clothes. Then Eliza’s father Alfred Doolittle comes to demand the return of his daughter, though his real intention is to hit Higgins up for some money. The professor, amused by Doolittle’s unusual rhetoric, gives him five pounds. On his way out, the dustman fails to recognize the now clean, pretty flower girl as his daughter.‎ ‎ For a number of months, Higgins trains Eliza to speak properly. Two trials for Eliza follow. The first occurs at Higgins’ mother’s home, where Eliza is introduced to the Eynsford Hills, a trio of mother, daughter, and son. The son Freddy is very attracted to her, and further taken with what he thinks is her affected “small talk” when she slips into cockney. Mrs Higgins worries that the experiment will lead to problems once it is ended, but Higgins and Pickering are too absorbed in their game to take heed. A second trial, which takes place some months later at an ambassador’s party (and which is not actually staged), is a resounding success. The wager is definitely won, but Higgins and Pickering are now bored with the project, which causes Eliza to be hurt. She throws Higgins’ slippers at him in a rage because she does not know what is to become of her, thereby bewildering him. He suggests she marry somebody. She returns him the hired jewelry, and he accuses her of ingratitude.‎ ‎ The following morning, Higgins rushes to his mother, in a panic because Eliza has run away. On his tail is Eliza’s father, now unhappily rich from the trust of a deceased millionaire who took to heart Higgins’ recommendation that Doolittle was England’s “most original moralist.” Mrs. Higgins, who has been hiding Eliza upstairs all along, chides the two of them for playing with the girl’s affections. When she enters, Eliza thanks Pickering for always treating her like a lady, but threatens Higgins that she will go work with his rival phonetician, Nepommuck. The outraged Higgins cannot help but start to admire her. As Eliza leaves for her father’s wedding, Higgins shouts out a few errands for her to run, assuming that she will return to him at Wimpole Street. Eliza, who has a lovelorn sweetheart in Freddy, and the wherewithal to pass as a duchess, never makes it clear whether she will or not.‎ Ⅱ. My Fair Lady ‎ The musical was based on George Bernard Shaw’s 1913 play “Pygmalion”. The following is the plot of the play. ‎ ‎ We find Eliza Doolittle (Audrey Hepburn) selling flowers and spewing out the most dreadful words in a Cockney accent. It is really almost unbearable, but don’t turn the movie off as it doesn’t last too long. Audrey Hepburn is perhaps the most beautiful actress to ever grace the screen in my humble opinion. Here, she shines and is only a wall flower for the first part of the movie. Later she blossoms into an exquisite woman who could win the heart of any man. It is truly her best acting. ‎ ‎ Professor Henry Higgins (Rex Harrison) and Colonel Pickering discover her selling flowers and after Professor Higgins throws money into her flower basket we expect the two will never meet again. Eliza has other ideas and proudly marches up to the professor’s home and demands to be taught to speak like a lady. ‎ ‎ Colonel Pickering then makes a bet with Professor Higgins and says that if he can turn this uncultured “gutter snipe” with a “simply ghastly” accent into a sophisticated, elegant duchess, he will pay for all the expenses. (Reminiscent of “Trading Places” to give a modern example). It is just irresistible to the professor and so he takes on a challenge for six months. ‎ ‎ Higgins’ arrogant attitude will make you laugh. He is humorously as unaware of other’s feelings as he is of his own. He is at first very unlikable, yet made me laugh through the whole movie. You will enjoy his eccentric view of life and cunning attitude as he tempts Eliza with chocolates. ‎ ‎ When you hear “I Could Have Danced All Night,” you will know why this will become one of your favorite musicals. “On the Street Where You Live” always makes me cry. The script is superb and humorous in so many places. You will find yourself crying, laughing, and becoming increasingly enchanted as the movie progresses. I love this line: “The great secret in life is not a question of good manners or bad manners, or any particular sort of manners, but having the same manner for all human souls.”—Professor Higgins ‎ ‎ Higgins and Eliza have quite a few passionate verbal exchanges which are quite amusing. Eliza says: “I want a little kindness.” and we immediately know that love is the only aspect missing from this relationship. Higgins has to learn to love and that to me is the undercurrent in this movie. While Eliza learns to speak well, Higgins learns to love well.‎ Ⅲ. George Bernard Shaw (1856-1950) ‎ ‎ Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour but refused the money.‎ ‎ George Bernard Shaw was born in Dublin, where he grew up in something close to genteel poverty. “I am a typical Irishman; my family came from Yorkshire,” Shaw once said. His father, George Carr Shaw, was in the wholesale grain trade. Lucinda Elisabeth (Gurly) Shaw, his mother, was the daughter of an impoverished landowner. She was 16-years younger than her husband. George Carr was a drunkard — his example prompted his son to become a teetotaler. When he died in 1885, his children and wife did not attend his funeral. Young Shaw and his two sisters were brought up mostly by ‎ servants. Shaw’s mother eventually left the family home to teach music, singing, in London. When she died in 1913, Shaw confessed to Mrs. Patrick Campbell: “I must write to you about it, because there is no one else who didn’t hate her mother, and even who doesn’t hate her children.” ‎ ‎ In 1866 the family moved to a better neighborhood. Shaw went to the Wesleyan Connexional School, and then moved to a private school near Dalkey, and from there to Dublin’s Central Model School. Shaw finished his formal education at the Dublin English Scientific and Commercial Day School. At the age of 15, he started to work as a junior clerk. In 1876 he went to London, joining his sister and mother. Shaw did not return to Ireland for nearly thirty years.‎ ‎ Most of the next two years Shaw educated himself at the British Museum. He began his literary career by writing music and drama criticism, and novels, including the semi-autobiographical IMMATURITY, without much success. A vegetarian, who eschewed alcohol and tobacco, Shaw joined in 1884 the Fabian Society, served on its executive committee from 1885 to 1911. The middle-class socialist group attracted also H. G. Wells. The both writers send each other copies of their new books as they appeared. “You are, now that Wilde is dead, the one living playwright in my esteem,” wrote Wells after receiving Shaw’s THREE PLAYS FOR PURITANS (1901). ‎ ‎ In 1895 Shaw became a drama critic for the Saturday Review. Articles written for the paper were later collected in OUR THEATRES IN THE NINETIES (1932). Music, art, and drama criticism Shaw wrote for Dramatic Review (1885-1886), Our Corner (1885-1886), The Pall Mall Gazette (1885-1888), The World (1886-1894), and The Star (1888-1890). His music criticism was collected in SHAW’S MUSIC (1981). During this period he wrote CAESAR AND CLEOPATRA (1901) and THE PERFECT WAGNERITE (1898). ‎ ‎ Pygmalion was originally written for the actress Mrs. Patrick Campbell. Later the play became the basis for two films and a musical. (Shaw’s correspondence with the actresses Ellen Terry and Stella Campbell is available in book form.) Shaw’s popularity declined after his essay ‘Common Sense about the War’ (1914), which was considered unpatriotic. With SAINT JOAN (1924), his masterpiece, Shaw was again accepted by the post-war public. Now he was regarded as ‘a second Shakespeare’, who had revolutionized the British theatre. Shaw did not portray Joan of Arc, his protagonist, as a heroine or martyr, but as a stubborn young woman. And as in classic tragedies, her flaw is fatal and brings about her downfall. Uncommonly Shaw showed some sympathy to her judges. The play was written four years after Joan was declared a saint. ‎ ‎ In his plays Shaw combined contemporary moral problems with ironic tone and paradoxes, “Shavian” wit, which has produced such phrases as“He who can, does. He who cannot, teaches”, “England and America are two countries divided by a common language”, “Christianity might be a good thing if anyone ever tried it”, and “I never resist temptation because I have found that things are bad for me do not tempt me.” Discussion and intellectual acrobatics are the basis of his drama, and before the emergence of the sound film, his plays were nearly impossible to adapt into screen. During his long career, Shaw wrote over 50 plays. He continued to write them even in his 90s. George Bernard Shaw died at Ayot St. Lawrence, Hertfordshire, on November 2, 1950. He was cremated and it was his wish that his ashes be mixed with those of his wife, Charlotte — she had died seven years before, “an old woman bowed and crippled, furrowed and wrinkled,” as Shaw depicted her in a letter to H.G. Wells. ‎ ‎ Since the days of the silent films, Shaw had been a fan of motion-picture. He also played in the film Rosy Rapture — The Pride of the Beauty (1914). Shaw did not like much of the German film version of Pygmalion (1935), and the penniless producer and director Gabriel Pascal persuaded the author to give him the rights to make films from his plays. “Mr Pascal, you’re the first honest film producer I have ever met,” Shaw told him at their first meeting and gave him a pound note. Pygmalion, produced by Pascal and directed by Anthony Asquith and David Lean (uncredited), was a great success. In one article, Pascal was picked with the Pope and Hitler as one of the ten most famous men of 1938, but his career ended in the financial fiasco of the spectacle Caesar and Cleopatra (1945). Among several other films inspired by Shaw’s plays were Saint Joan (1927), How He Lied to Her Husband (1931), Arms and the Man (1932), Major Barbara (1941), and My Fair Lady (1964). Pascal’s co-director in Major Barbara was David Lean, but for thousand pounds Lean agreed to give the full credit to Pascal.‎ Ⅳ. Quotations from Bernard Shaw Behind every successful man, there is a woman and behind every unsuccessful man, there are two. ‎ ‎ 每个成功的男人后面都有一个女人；每个不成功的男人后面都有两个女人。‎ ‎ I was born intelligent — education ruined me. 我生下来时很聪明的——教育把我给毁了。‎ ‎ Practice makes perfect... But nobody’s perfect... so why practice?‎ ‎ 完美无缺苦练来……但没有一个人是完美无缺的……所以干吗要苦练呢？ ‎ ‎ If it’s true that we are here to help others, then what exactly are the others here for? ‎ ‎ 有人说我们来到这个世上就是要帮助别人的，倘若此话非虚，那么请问，别人来到这个世界又是干什么的？ ‎ ‎ Since light travels faster than sound, people appear bright until you hear them speak. ‎ ‎ 由于光速比音速快，所以在我们听到人们开口之前，个个都显得很聪明。 ‎ ‎ Money is not everything. There’s Mastercard & Visa. 金钱并非一切，还有信用卡呢。 ‎ ‎ One should love animals. They are so tasty. ‎ ‎ 人们应该喜爱动物，它们好吃来着呢。 ‎ ‎ Every man should marry. After all, happiness is not the only thing in life. ‎ ‎ 每一个男人都应该结婚。毕竟，幸福不是人生中惟一的东西。 ‎ ‎ The wise never marry and when they marry they become otherwise. ‎ ‎ 明白人从不结婚，结了婚就不明白了。 ‎ ‎ Success is a relative term. It brings so many relatives. ‎ ‎ 成功是一个相对的概念，就看你怎么看，无怪乎成功人士大家都拿他当自家亲戚看。 ‎ ‎ “Your future depends on your dreams.” So go to sleep. ‎ ‎ “未来取决于梦想。”所以赶紧睡觉去。 ‎ ‎ There should be a better way to start a day than waking up every morning. ‎ ‎ 开始新的一天，应该有比每天早上一觉醒来更好的方式。 ‎ ‎ “Work fascinates me”, I can look at it for hours. “工作令我着迷”，我可以一看好几个小时。 ‎ ‎ God made relatives; Thank God we can choose our friends. ‎ ‎ 上帝造就了亲戚；感谢上帝给了我们选择朋友的机会。 ‎ ‎ The more you learn, the more you know. The more you know, the more you forget. The more you forget, the less you know. So why learn? ‎ ‎ 学得越多，知道得越多。知道得越多，忘得越多。忘得越多，知道得越少。那么何必学呢？‎